Browsing by Author "Destina Wahyu Winarti"

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    Afghan girls' child marriage and its impact on their educational journey in Afghanistan
    (Universitas Islam Internasional Indonesia, 2024) Delju, Zulaikha; Nina Nurmila; Destina Wahyu Winarti
    Through the historical lens, education in Afghanistan has gone through many ups and downs, especially regarding women’s education and the challenges Afghan women face due to instability in female education. Education is essential for personal and societal advancement, but gender inequities, cultural norms, and continuous violence in Afghanistan limit access, especially for girls through child marriage. This study has three objectives: (1) to investigate the elements influencing parents' choices regarding their daughters' young marriages, emphasizing their lack of concern for education; (2) to explore the consequences of early marriage on Afghan girls’ educational opportunities, (3) to explore how educational opportunities contribute to a better life for Afghan girls. This study uses qualitative research methodology to investigate Afghan girls' child marriage and its impact on their educational journey in Afghanistan. The data were collected through semi-structured or in-depth online interviews. This study involved three types of participants: (1) parents, (2) married girls who continued their education, and (3) girls who married young and were unable to continue their education. The participants in this study are from different provinces of Afghanistan, comprising 20 participants. The study's findings identified (1) multiple factors that lead parents to decide on the early marriage of their daughters, such as safety concerns, cultural norms and expectations, economic pressure, a lack of parental education, and the ban on female education; (2) the consequences of early marriage on Afghan girls’ educational opportunities are the interruption of education, mental and physical health issues, and limited educational support; (3) education has a positive impact on Afghan girls' lives in terms of empowerment and independence, improved quality of life, resistance to harmful practices, and enhanced social status. This research addresses the data gap concerning child marriage and its educational consequences, offering new insights where limited studies exist. By highlighting the role of girls' education in sustainable development, the research aims to raise awareness and potentially reduce child marriages. It emphasizes the human rights violations inherent in child marriage and advocates for young girls' educational rights. The findings can assist national and international organizations in community awareness initiatives and inform evidence-based policymaking to end child marriage and promote girls' education. Ultimately, the study seeks to influence stakeholders to prioritize investments in girls' education and protection from early marriage, enhancing the quality and number of educated females in Afghanistan's workforce. Lastly, this research recommends a permanent international policy for Afghan women's education and human rights. In case of any political instability, women's education should be safeguarded.
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    Curriculum change and its impact on Senior High School students' learning outcomes and teaching and learning activities : teacher perceptions in Lombok Timur
    (Universitas Islam Internasional Indonesia, 2023) Mashur; Destina Wahyu Winarti; Charyna Ayu Rizkyanti
    Education is one of the tools to shift civilization. The better the education, the higher the progress of the level of civilization of a nation. No civilization is truly progressive without education. Education is part of the civilization, those can influence each other, an advanced civilization naturally produce an advanced education system. Advanced education and civilization are influenced by several aspects of education, one of which is curriculum. Curriculum has become the heart of education as well as being the main support, constructive elements and pedagogic formulations to optimize the learning process in the classroom. The curriculum also become signs that would help to achieve educational goals easier and becomes a plan or scenario that provides the widest possible space for students to develop the potential that already exists within them. This study aimed describing the high school subject teachers' perceptions about the curriculum reform in Lombok Timur, describing the perceptions of high school subject teacher regarding the impact of curriculum reform on the student learning outcomes and describing the perceptions of high school subject teacher regarding the impact about curriculum reform on the teaching and learning activities. To gain the teacher perceptions, the study was conducted in Focus Group Discussions (FGD) which divided into two sessions. To triangulate the findings, the thematic analysis, document analysis and observation were applied. The result showed that the subject teachers have vary perceptions regarding the change. Some participants said that changes did not need to be made because the intensity of changes was frequent enough to make teachers confused, but there were several teachers who give their voices that the changes needed to be made due to the conditions of the times and demands had changed, these changes followed the changing times. Participants said that the curriculum change gave impact on the student learning performances and teaching and learning activity. Moreover, the subject teachers are optimistic with the simple administrative support of change and content designed by the ministry. However, the subject the number of professional development should be increased to improve the subject teacher capacities particularly offline in-service training, differentiated learning model and Pancasila Student Profile Strengthening Project.
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    Exploring lecture's perception and approaches of critical thinking skill in Islamic higher education : a case study
    (Universitas Islam Internasional Indonesia, 2023) Mariam Ulpah; Tati Lathipatud Durriyah; Destina Wahyu Winarti
    Integrating critical thinking into religious beliefs can give rise to a paradox between contexts that promote it and conventional methods that rely more heavily on doctrinal approaches. Critical thinking, being an important skill for navigating globalization, necessitates further research in Indonesian Islamic higher education. The primary emphasis of this study should be on exploring the importance of lecturers' perspectives and their approaches in aiding students' advancement of critical thinking skills, along with the challenges they come across. This research employs qualitative research methods, with a case study design. The data collection process are semi-structured interviews, classroom observations, post-observation interviews, and analysis of relevant documents, including the curriculum, lesson plans, and student assignments. Thematic analysis is then applied to the collected data. The research findings reveal that lecturers hold three distinct perceptions regarding critical thinking: (1) critical thinking as a skill; (2) critical thinking as a disposition; and (3) critical thinking as a combination of both skills and dispositions. Throughout their teachings, the lecturers consistently emphasize the integration of critical thinking with Islamic religious education, drawing from their respective specializations. This study identifies the concept of "respectful" as a disposition, which can be further categorized as intellectual humility. Consequently, the findings indicate that the lecturers perceive and recognize the significance of respect within the context of critical thinking. The infusion approach is used when integrating critical thinking. The infusion approach to critical thinking encompasses four primary themes. 1), pedagogical approaches 2), assessment methods 3), student engagement, and participation. 4). Instructional methods. This study presents a comprehensive of the challenges encountered by lecturers in teaching critical thinking skills with categorizing into three distinct categories-student-related, lecturer-related, and methodology- related this research provides a comprehensive framework for comprehending the complexities involved in this educational process. This study provides valuable insights into the perceptions and approaches of lecturers regarding critical thinking in the realm of Islamic higher education. The results contribute to the current body of knowledge about teaching methods in Islamic education, underscoring the significance of fostering critical thinking abilities to cultivate inquisitive and self-reliant individuals within the context of Islamic teachings. Subsequent investigations should center on comprehending instructors' viewpoints and methods concerning critical thinking in religious teaching. investigating how cultural and religious elements influence critical thinking within religious establishments, and evaluating the lasting consequences of incorporating critical thinking into the religious institution's curriculum on student achievements.
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    Exploring postgraduate students' experiences, benefits, and disadvantages of using chatgpt 3.5 as a more knowledgeable other (MKO) for scaffolding academic writing at a public university in Greater Jakarta, Indonesia
    (Universitas Islam Internasional Indonesia, 2024) Ahmed, Maroof; Destina Wahyu Winarti; Charyna Ayu Rizkyanti
    The integration of Artificial Intelligence (AI) tools in education, particularly for academic writing, has gained considerable attention. This study examines ChatGPT, an AIpowered writing tool, as a More Knowledgeable Other (MKO) in scaffolding postgraduate students’ academic writing. It is based on Vygotsky's sociocultural theory and investigates the experiences, benefits and challenges of using ChatGPT 3.5 encountered by postgraduate students at a public university in Greater Jakarta, Indonesia. Adopting qualitative research methodology with case study design, the study sheds light on ChatGPT’s use in academia through open-ended questionnaires and semi-structured interviews. The findings show that the students are positively disposed to ChatGPT because it supports their basic academic writing by handling the grammar, syntax, and structure, setting them free for more emphasis on the execution of higher-order writing skills with human MKOs. The study indicates that ChatGPT can be integrated into writing centers, tutoring programs, and coursework in developing students' writing with comprehensive feedback. The study also points out that ChatGPT needs constant assessment and improvement in light of feedback from users, enforcement of intellectual property rights, transparency, and data security to ensure ethical use. Overall, the study emphasizes the potential of ChatGPT as a viable tool to scaffold basic academic writing and suggests further examination in terms of its educational applications to assess the impact of the tool in other academic disciplines.
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    Exploring student's perspectives on the benefits and challenges on the adaption of the Internet of Things : a case study in an Indonesian University
    (Universitas Islam Internasional Indonesia, 2023) Cut Manda Sari; Destina Wahyu Winarti; Bambang Sumintono
    The 21st century is a century characterized by a vision and mission that emphasizes technology applications in organizing human activities. Currently, many Indonesian universities have begun to integrate, incorporate and adopt the IoT applications and devices into their academic programs. However, there are limited scientific discussions and research on IoT implementation in education within Indonesian University pose an opportunity for further exploration and advancement in this area. This study aims to address this gap by investigating students' perspectives on the benefits and challenges of IoT implementation in higher education, specifically, the research focuses on a university that have integrated and utilized IoT to support students in their academic processes. This research utilized a qualitative case study design to conduct a comprehensive analysis of students' perspectives on IoT applications. The survey findings indicate that students express a significant level of satisfaction with IoT services in terms of benefits such as quicker access to resources and improved research and learning experiences. The adoption of smart boards in classrooms enhances learning effectiveness and creates a dynamic environment. Students recognize the importance of technological fluency and a digital mindset and appreciate user-friendly interfaces. owever, challenges include the lack of clear guidelines, unstable internet connectivity, and system errors. Furthermore, students also recognize the importance of technological fluency and the development of strong technical skills to adapt to the advancements in technology. Students also highlight the positive impact of IoT on classroom management, collaborative learning, and skill development. IoT devices contribute to an easy and efficient learning process, sparking curiosity and motivation. IoT tools improve academic tasks, access to information, and overall achievements. While some challenges exist, personal exploration, peer assistance, and attending workshops help overcome them. Expectations revolve around comprehensive education, improved system quality, and expanded IoT integration. In conclusions, it is recommend adopt a technology system that facilitates the assessment of these perceptions. By using a technology system, organizations can collect data and insights from staff IT members through surveys, interviews, or other feedback mechanisms.
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    Exploring the practice of integrating children’s literature in an Indonesian private school located in Jakarta : perceptions, approaches, and challenges
    (Universitas Islam Internasional Indonesia, 2024) Iin Afriyanti Umar; Tati Lathipatud Durriyah; Destina Wahyu Winarti
    The use of literature in classroom instruction become a concern of the Indonesian Ministry of Education. A few studies have attested to the benefits of integrating children’s literature in classroom instruction, particularly in literacy classrooms. Therefore, this research aims to explore a private primary school that has been practised integrating children’s literature into classroom instruction consistently. The study departs from a strong belief that children’s literature is important in literacy teaching and is heavily influenced by sociocultural theory as a framework to notice how teachers practice integrating children’s literature, especially in encouraging their students to share and listen to other interpretations through the text. An instrumental case study design applies to capture the general understanding of integrating children’s literature in an Indonesian private school. For data collection methods, this study employed focus group interviews, interviews, and observations, especially needed for triangulation purposes. This study used a reflexive thematic analysis approach to analyse the data. The findings show that (1) Teachers have a strong perception toward placing literature at the heart of learning which is reflected through the use of literature in all learning aspects and making literature come alive in classroom discussion. Teachers also experience several advantages from integrating children’s literature including developing students’ literary-literacy skills, serving as mirrors, windows, and sliding glass doors, and developing students’ critical thinking and open-mindedness. (2) Within the research context, sharing and discussion play major roles in integrating children’s literature. Sharing and discussion are not only among the students in the classroom but also among the teachers in preparing for the integration process. This school has a special forum that serves as a place for teachers to plan and evaluate their literary integration. Meanwhile, in classroom practice, teachers apply several methods to encourage students to share and listen to each other perspectives through the text. (3) Some challenges faced by teachers in integrating children’s literature include finding the quality and quantity of Indonesian children’s literature, students’ English vs Indonesian literacy proficiency, and different literacy levels in the classroom. Indeed, the principal and teachers proposed two key suggestions to integrate children’s literature consistently; nurturing teachers’ understanding of integrating children’s literature as a school culture, and supportive school environments. For the upcoming research, it is encouraged to involve parents in the study as parents also play a significant role in facilitating students’ literacy behaviour at home. In the end, developing further into more cases of integrating children’s literature into the classroom is recommended.
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    High school students’ attitude, subjective norm, perceived behavioral control, and behavioral intention toward climate change in relation to pro-environmental behavior in Klaten regency Indonesia
    (Universitas Islam Internasional Indonesia, 2024) Irkham Zamzuri; Bambang Sumintono; Destina Wahyu Winarti
    Currently, human-induced climate change causes difficulties, affecting the environment, health and well-being. Indonesia encounters distinct climate-related problems. It underscores the urgency of comprehensive educational approach. There is a lack of detailed evaluation specifically targeting high school students in Indonesia. The gap may impede the successful promotion of pro-environmental behavior (PEB) among youth generation. The absence of regular monitoring of high school students’ attitude (ATT), subjective norm (SN), perceived behavioral control (PBC), and behavioral intention (BI) towards climate change hinders effort to improve educational programs or initiatives in Indonesia. The objective of the study is evaluating the ATT, SN, PBC, and BI of high school students in Klaten Regency, Central Java Province, Indonesia about the climate change in relation to PEB. It aims to examine the correlation between these variables and their impact on PEB. The study employed a quantitative research approach within a positivist paradigm, non-experimental with crosssectional design. The data were collected through structured questionnaires administered to a sample of 1,336 students. The questionnaire included Likert-type scales to measure the constructs of interest. Data were analyzed using the Rasch Model Measurement, descriptive statistics, ANOVA, DIF analysis, correlational tests, and multiple regression analysis. The study reveals significant insights into high school students' ATT, SN, PBC, and BI towards climate change, and their influence on PEB. Descriptive statistics indicated that students generally exhibit moderate to high levels of PEB, with variations based on gender and school type. Female students and those from senior high schools demonstrated higher levels compared to their counterparts. Correlational analyses showed strong positive associations between SN (r = 0.548), PBC (r = 0.570), and BI (r = 0.533), which are significant predictors of PEB (r = 0.529). Multiple regression analysis confirmed that SN (β = 0.3329, p < 0.001) and PBC (β = 0.3876, p < 0.001) significantly influence BI, which in turn predict PEB (β = 0.2865, p < 0.001). However, ATT alone did not directly affect PEB (β = -0.0303, p = 0.2309), highlighting the critical role of social and control factors in driving environmentally friendly actions among students. The study concludes that enhancing climate change education (CCE) is crucial for fostering proactive attitudes and behaviors among high school students. To promote PEB, the study recommends integrating climate change topics across subjects, adopting gender-sensitive approaches, mandating environmental education at all schooling types, and providing resources and professional development for teachers.
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    Implementation of STEAM education : a case study of secondary schools in Bangladesh
    (Universitas Islam Internasional Indonesia, 2023) Alam, Md. Efta Khirul; Lukman Nul Hakim; Destina Wahyu Winarti
    The purpose of this study is to look into the state of STEAM education implementation in Bangladeshi secondary schools at the moment together with challenges and opportunities associated with implemetion of STEAM education, and the attitudes and preceptions of teachers and students towards implemention of STEAM education in Bangladesh. This study employs a qualitative research methodology, utilizing three distinct methods of data collection: focused group discussions, interviews, and observations. Triangulation techniques are employed in the process of data collection and sourcing to enhance the validity and reliability of findings, thereby bolstering the credibility and trustworthiness of the research. For the observational component of this case study, a private English-medium school located in Dhaka, Bangladesh, was chosen. The present study recruited a sample size of 21 participants. The participants of the interview comprised a District Education Officer and two school principals, one from a public secondary school and the other from a private secondary school situated in Bogura, Bangladesh. A series of focus group discussions were undertaken, involving a total of six teachers and twelve students who were selected as representatives from the aforementioned schools not having a STEAM curriculum. The findings indicates that 1) STEAM education is not currently offered in secondary schools throughout Bangladesh. Principals and teachers of secondary schools believed that integrating STEAM education into Bangladesh's educational system will help students in developing skills like problem- solving, critical thinking, and teamwork. To the contrary, more teacher development programs and policy implementation would be needed to properly implement STEAM education. 2) The implementation of STEAM education will provide learners and teachers with both possibilities and challenges. The study discovered that teacher training, a limited budget, and STEAM lab accessories can be a challenge for secondary school teachers. Teachers, on the other hand, would benefit from increased professional development opportunities, the establishment of strong cross-disciplinary collaborations, and the efficient use of educational technology. 3). Secondary school teachers and students both perceived STEAM education as offering real-world experiments and inquiry-based learning. Teachers felt that professional development was necessary before STEAM was put into effect in Bangladeshi classrooms. The study sheds important light on the function of secondary school STEAM programs in defining future options for students by examining the post-secondary routes of STEAM-educated students. The research findings will not only enrich the dialogue on STEAM education in Bangladesh but also serve as a foundation for policy reform aimed at modernizing and enhancing the country's educational system for a better future. Keywords: STEAM Education, Secondary Schools, Educational Policy, Learning Strategies, Educational Reform
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    Investigating teachers' approach to science subjects in Indonesian religious-based schools : a case study
    (Universitas Islam Internasional Indonesia, 2023) Nur Atika; Tati Lathipatud Durriyah; Destina Wahyu Winarti
    Modern secular Western thought tends to remove elements of religion in every dimension of life, including education. Religion is suspected to prevent people from learning science and predicts a negative attitude toward science. The religious institution is believed to practice a teaching approach that does not emphasize a learner-led transformative process. Although much research has been conducted on the teaching approach, viewing the teaching approach from an Islamic pedagogy framework has yet to be addressed. Islamic pedagogy emphasizes a learner-focused approach, it can flourish students' critical thinking and reasoning thinking. Thus, the researcher aimed to investigate the teacher's approach to teaching in an Islamic high school in Riau, Indonesia. The researcher used a case study design to investigate how the science teacher's approach to teaching science with Islamic values in an Islamic high school. With the three research questions, the researcher wanted to analyze the Islamic high school teachers' perceptions toward science education concerning religion, investigate the science teacher's approach to instructing science in the classroom, and investigate the science subjects' resources in the Islamic high school. The finding of this research provides empirical evidence of science teachers' approach, which supports the idea that Muslims need a clear concept of education. Participants consisted of six teachers and four students in the science class major. Six classrooms were observed, and four lesson plans and several official documents were analyzed. In summary, the result of this study showed that science teachers perceive science as not contradicting religious beliefs and believe that their faith supports them in learning science. In addition, all teachers in this school are used to relating religion with science learning in the classroom by mentioning some verses and hadith related to materials. The researcher also found that stating God's greatness in a natural arrangement is also regarded as relating science with religion. A further finding indicated that the science teaching approach in this Islamic High school, where the teachers are Muslim, is categorized into two types; teacher-led and student-led. In addition, the Islamic values of education seem to be not recognized as a pedagogical approach in this school. The next finding of this research is that the learning resources for science learning in this school are unlimited. In addition, the teachers utilize the teacher's forum as their resource for creating their modified teaching module. The freedom of learning from everywhere is a sign that this school gives authority to each member to filter by themselves. The researcher hopes that another study will be conducted to provide more empirical evidence about science pedagogy related to Islam. The research about what factors impact teachers' approach to teaching is also recommended to provide an idea of how to have a compact teaching approach.
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    Navigating leadership in the era of the single national curriculum in Pakistan : a case study of strategies and challenges in Khyber Pakhtunkhwa schools
    (Universitas Islam Internasional Indonesia, 2024) Ayaz, Maria; Destina Wahyu Winarti; Bambang Sumintono
    In Pakistan, the Single National Curriculum (SNC) represents a significant educational reform aimed at standardizing education across the country to ensure equal and uniform opportunities for all students. This study focuses on the implementation of the SNC in Khyber Pakhtunkhwa, a province characterized by its socio-cultural and economic diversity. It investigates how school leaders have adapted their roles in response to the SNC, the challenges encountered, and the impact on educational quality, teacher training, and student outcomes. Using a qualitative case study design, data were collected through semi-structured interviews and surveys with school leaders and teachers from various public schools, followed by thematic analysis to uncover key patterns. The findings reveal that school leaders have had to extensively alter their leadership styles, adopting transformational and distributed leadership approaches to manage the implementation challenges. Principals played a critical role in professional development, organizing workshops and training sessions to equip teachers with the necessary skills for SNC implementation. Despite these efforts, significant challenges remain, including resistance to change among educators accustomed to traditional methods, and resource limitations, particularly in rural areas. School leaders have addressed these issues through strategic resource management and partnerships with NGOs. The cultural diversity of Khyber Pakhtunkhwa also required careful consideration to ensure curriculum relevance and accessibility for all students, with school leaders working to establish culturally responsive teaching practices. Overall, the SNC has had a positive impact, standardizing educational quality across the province, improving teacher training, and encouraging student engagement. However, ongoing challenges necessitate continuous support and adaptive leadership strategies. This study highlights the importance of flexible, collaborative leadership in navigating educational reforms and underscores the need for ongoing professional development and community engagement to ensure the success of the SNC.
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    Pathways between parent attachment and student well-being in Mataram : the mediating role of teacher-student relationship and peer attachment
    (Universitas Islam Internasional Indonesia, 2024) Eka Hermansyah; Charyna Ayu Rizkyanti; Destina Wahyu Winarti
    The study investigates the pathways between parent attachment and student wellbeing in Mataram, focusing on the mediating roles of teacher-student relationships and peer attachment. Well-being is an urgent topic to raise because of its ability to prevent mental health issues. Understanding well-being well will be an advocacy for policy makers to prevent mental health problems in the educational context. Most research has looked at the influence of social and attachment on well-being, but analysis of the conceptualization of attachment models experienced by adolescents at school is still very rarely carried out. Using the school well-being model by Konu & Rimpela (2002), a quantitative approach with a non-experimental design was employed, using multi-cluster sampling to select 481 high school students from seven schools in Mataram as participants. The data were analyzed using descriptive statistics and linear regression with PROCESS mediation tools. The analysis revealed significant relationships between parent attachment and both mediators (peer attachment and teacher-student relationship), which in turn correlate to students' well-being directly or indirectly. In this research, teacher-student relationship mediation has a higher coefficient value than peer attachment on the relationship between parent attachment and students' well-being. The study concludes that attachment formed with parents, teachers, and peers substantially impacts the well-being of students, highlighting the importance of these relationships in educational settings. Future research is suggested to explore these dynamics further, particularly through longitudinal studies and in different cultural contexts.
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    Unleashing the potential : spatializing middle school mathematics for enhanced learning
    (Springer Nature, 2024-07-19) Destina Wahyu Winarti; Sitti Maesuri Patahuddin; Tom Lowrie
    This study assessed the effectiveness of a spatialized mathematics intervention on the mathematical performance and spatial visualization skills of students from an underprivileged Indonesian community. Grade 8 students (N = 407) were assigned to one of twelve experimental classes, receiving the spatial mathematics intervention, or one of seven control classes, continuing with the standard mathematics curriculum. Prior to and following the intervention, a pre-test and post-test design was administered. The data were analyzed using Analysis of Covariance to ascertain the effect of the intervention. Results revealed that the students in the experimental group exhibited significant improvements in spatial visualization skills and mathematics performance (including both spatial and non-spatial competencies), compared to the control group. Importantly, the findings provide evidence that the transfer effects of the spatialized curriculum occur differentially for students of varying ability levels. The findings highlight the importance of spatial intervention in enhancing mathematics performance and spatial visualization skills. The study suggests potential avenues for a paradigm shift in mathematics education that recognizes and embraces the profound influence of spatial thinking.